BIOTECHNOLOGYIN BIOLOGY DEPARTMENTS STUDENT STATEUNIVERSITY OF MEDAN
By :
Nikita Sistalia Ginting 4123342013
Bilingual Biology Education Study Program
A THESIS
Submitted to Fulfill the Requirement for Degree of Sarjana Pendidikan
FACULTY OF MATHEMATIC AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
BIOGRAPHY
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ANALYSIS OF KNOWLEDGE AND ATTITUDES
TOWARD BIOTECHNOLOGY MODERN AND BIOTECHNOLOGY CONVENTIONAL IN BIOLOGY DEPARMENTS’
STUDENT STATE UNIVERSITY OF MEDAN
Nikita Sistalia Ginting (NIM 413342013)
ABSTRACT
ACKNOWLEDGEMENT
The deepest thank and praise the writer prayed to Jesus Christ for blessing hence writer is able to finish this thesis with title “Analysis Of Knowledge and Attitudes Toward Conventional Biotechnology and Modern Biotechnology from Biology Department’ Students in State University of Medan” to fulfill one of the requirement for the first degree in Biology Department, Faculty of Mathematics and Natural Sciences, State University of Medan.
The writer gratefully acknowledges the deepest gratitude to Dr. Hasruddin, M.Pd as the writer thesis supervisor and also as chairman of Biology Departments who has generously spent precious time in giving the guidance, encouragement, comments and suggestions until this thesis comes to its present form. The enormous appreciation is addressed to Prof. Dr. rer. nat. Binari Manurung, M.Si, Drs. Mhd. Yusuf Nst, M.Si, Dra. Meida Nugrahalia, M.Sc as the examiners for their criticisms and valuable advices. The writer would also thanks to Dr. Melva Silitonga, MS as writer academic supervisor. The writer would also thanks to Mrs. Dr. Iis Siti Jahro, M.Si as the coordinator of Bilingual Program and all lecturers of Biology Department who helping the writer during the research.
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May God reward all those who have contributed in the completion of this thesis. Hopefully, this thesis will be beneficial to contribute ideas in education.
Medan, June 2016 Writer,
Table of List
Page
Approval sheet i
Biography ii
Abstract iii
Preface iv
Content List v
Table List vii
Figure List viii
Appendix List ix
CHAPTER I: INTRODUCTION 1
1.1 Problem Background 1
1.2 Problem Identification 3
1.3 Problem Scooping 3
1.4 Research Question 4
1.5 Research Objectives 4
1.6 Research Significant 4
CHAPTER II: LITERATURE REVIEW 5
2.1 Concept of Knowledge 5
2.2 Knowledge Measurement 5
2.2.1 Cognitive Aspect Measurement 6 2.2.2 Affective Aspect Measurement 6 2.2.3 Psychomotoric Aspect Measurement 7
2.3 Concept of Attitudes 7
2.3.1 Attitudes Measuring 8
2.4 Concept of Biotechnology 9
2.4.1 Definition of Biotechnology 9
2.5 Biotechnology Conventional 10
2.5.1 Biotechnology Conventional Products 11
2.6 Biotechnology Modern 13
2.6.1 Mutation Breeding 13
2.6.2 Tissue Culture 14
2.6.3 Genetic Engineering 15
2.7 The Issues of Biotechnology 16
2.8 Ethical of Biotechnology 17
CHAPTER III: RESEARCH METHOD 18
3.1 Locations and Times 18
3.2 Population and Sampling 18
3.2.1 Population 18
3.2.1 Sample 18
3.3 Research Design 18
3.4 Research Procedure 19
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3.5.1 Multiple Choice Diagnostic Test 19
3.5.2 Validity Test 20
3.5.3 Reliability Test 21
3.5.4 Difficulty Level Test 22
3.5.5 Different Power Test (Discrimination Index) 23
3.6 Data Analysis Technique 34
3.6.1 Knowledge Test Analysis Technique 34 3.6.2 Questionnaire Analysis Technique 25
CHAPTER IV: RESULT OF RESEARCH AND DISCUSSION 28
4.1 Description of Research Data 28
4.2 Description of Result 28
4.2.1 Result of Analysis Student Knowledge 28 4.2.2 Result of Analysis Students Attitudes 29 4.3 Discussion of Research Result 33 4.3.1 Students Knowledge toward Biotechnology 32 4.3.2 Students Attitudes toward Biotechnology 33 CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion 35
5.2 Suggestion 35
Table List
Page Table 3.1 The Lattice of Multiple Choice 20 Table 3.2 Index Classification of Validity Test 21 Table 3.3 Index Classification of Reliability Test 22 Table 3.4 Index Classification of Difficulty Level Test 23 Table 3.5 Index Classification of Different Power Test 23 Table 3.6 Sum of Correct and Incorrect Students Answer 24
Table 3.7 Score Classification 25
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Figure List
Page
Figure 2.1 Anther Culture of Rice 14
Figure 2.2 Plant Transformation 16
Appendix List
Page Appendix 1 Biotechnology Multiple Choice Test 39 Appendix 2 Key Answer of Biotechnology Test 46
Appendix 3 Questionnaire 47
Appendix 4 Pre-observation question 49
Appendix 6 Validity Calculation 50
Appendix 7 Reliability Calculation 52
Appendix 8 Difficulty Level Test 53
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CHAPTER I INTRODUCTION 1.1 Problem Background
People agree that learning is important, but they hold different views on
the causes, processes, and consequences of learning. Learning is an enduring
change in behaviour, or in the capacity to behave in a given fashion, which results
from practice or other forms of experience (Schunk, 2012). Actually there is no
one defenition of learning that is universally accepted by theorists, researchers,
and practitioners (Shuell, 1986). Best point of learning is changing from do not
know become know about some materials.
Biotechnology is an important topic in a modern science curriculum in that it increasingly plays a role in the daily life. The teaching of biotechnology within a science education presents teacher with many challenges. From the explanation above, biotechnology plays important role lately in the science not only education side but also ethical side. Biotechnology is regarded as a very important development for both scientific and economic progress. Many pieces of information concerning concepts in Biotechnology are present in the daily news as well as in TV shows and movies, such as the use of DNA in criminal justice cases or paternity identification; and human cloning in films and in the press (Jensen, 2008).
Students of today need to be aware of the risks and benefits of biotechnology to make intelligent decisions regarding this science for themselves and future generations. Dawson and Schibeci (2003) have thrown light on the need of teaching students about the recent technological discoveries. They explain further that students should be able to make personal and social choiches about issues related to science and technology. The tools of biotechnology are responsible for many of today’s rapid advancements in areas such as agriculture and medicine.
Many studies stated that many students were unable to distinguish between
current and potential uses of biotechnology. Lock and Miles (1993) reported that
one third of the sample claimed that they did not know what genetic engineering
biotechnology, nor could 52% of them exemplify genetic engineering. When their
attitudes were analyzed, it was found that there was a broad approval of
biotechnology and genetic engineering applied to plants and microbes but not to
animals. In another study, Chen and Raffan (1999) found that 31% could not
define genetic engineering and 33% were unable to give an example of genetic
engineering.
The national science framework also recognizes the need for science
students to be made aware of biotechnology as an important topic for the Science Curriculum. Also, Dawson (2007) reported that students’ ability to provide a generally accepted definition and examples of biotechnology, cloning, and
genetically modified foods was relatively poor amongst 12- to 13-year-old
students. Similarly, Cavanagh et al. (2005) reported that at least two-thirds of
students (from Riverina high school in the rural Australia) had a good knowledge
of medical biotechnology issues; however, a significant proportion of the students
did have concerns about the use and/or safety of biotechnology.
In general, students in the UK studies are more accepting of the genetic modification of microorganisms and plants than genetic modification of food, animals and humans. For example, Gunter et al. (1998) examined the attitudes about biotechnology of 48 teenagers. Overall, they considered genetic engineering of plants to be more acceptable than genetic engineering of food crops and animals. Less support was found for the genetic modification of plants for food and even less for the genetic modification of animals and humans. Their reasons for opposing genetic engineering of animals was that it is 'unnatural', 'dangerous', 'shouldn't be done' and 'unethical'. Reasons to support genetic engineering were related to progress and humanity.
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biotechnology to the 125 (14%) students who approve of all the stated uses of biotechnology, with a wide spread in between.
Based on observation in State University of Medan, after interviewed 30 students still 7 persons can describe what biotechnology meant and they are still said just 75% of the biotechnology material can be mastered. However, 20 students agreed that biotechnology is good for human life.
Dawson and Taylor (2000) support biotechnology education which stated that the students are to become well-informed decision makers then they need to be aware of the practical applications of current developments in biotechnology, and appreciate the social and bioethical implications of this relatively new and controversial science. Schibeci (2000) recognizes that the teaching of biotechnology is important both in terms of its science as well as providing a vehicle to examine ethical issues associated with its use. Steele and Aubusson (2004) interview a number of teachers to determine why they were not presenting biotechnology classrooms. They felt biotechnology was too difficult for the students, and this would disadvantage the students in the university entrance examinations. Another problem according to the teachers is the lack of opportunity for practical work in the classroom. By looking some explanation above, that it is necessary to conduct the research about “Analysis Of Knowledge And Attitudes towards Biotechnology Biology Department Students In State University Of Medan”.
1.2 Problem Identification
Based on the description of background above, researcher identified the
research problem as follows:
1. The knowledge of biology students still low based on observation..
2. Many studies stated that many students in a broad unable to explain what
1.3 Research Scope
In order to obtain an appropriate discussion, the limitations for this
research are just focuses on 6th semester about biotechnology conventional and biotechnology modern.
1.4. Research Question
There are some questions of this research as follows:
1. How is the 6th semester students’ knowledge about biotechnology in Biology Department State University of Medan?
2. How is the 6th semester students’ attitude about biotechnology in Biology Department State University of Medan?
1.5 Research Objective
This research is conducted to achieve some objectives as follows:
1. To get the data of students knowledge about biotechnology in the 6th semester of biology department students State University of Medan.
2. To get the attitudes data of biology departments in the 6th students semester in State University of Medan.
1.6 Research Significance
Considering about the research result and discussion, this research
expected has significant beneficial both theoretical and practical.
In theoritical, this research hopely has some significant benefit, as follows;
additional reference for lecture about students’ understanding and attitudes toward
biotechnology, as motivation to the lecture to improve the way to teach
biotechnology and being reference to conduct further research. Meanwhile,
practically as references for develop meaningful learning process focused on
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
These are some conclusion from this research; it can be seen as follow: 1. Based on the result, student sample in grade 6th semester half of them still
get poor knowledge regarding biotechnology conventional and biotechnology modern, while from 163 respondent as the sample just 2 student get excellent score, 10 students get very good score, 28 students get god score and more than half 123 students get less score
2. Based on the result, genetically modified in plants and microorganism is more acceptable than genetically modified in human.
5.2 Suggestion
There are some suggestions from this research it can be seen as follows; 1. Better understanding of what biotechnology really means can be improved
by reevaluation of science curriculum and public discussion with scientist perhaps through television, journals or magazine.
2. Science and biology lectures preparedness for teaching biotechnology should not be neglected, but further investigation in this topic is needed. 3. The public needs to be aware of genetics modified food and other, further
information about attitudes toward biotechnology is needed.
4. For lecture, better if give the learning about the history of biotechnology until biotechnology conventional is known by people then teach about biotechnology conventional modern.
5. For student, in order more active and motivated to get the information about biotechnology in out of the university or school.
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